Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Monitoring-Based Rewards Enhance Both Learning Performance and Metacognitive Monitoring Accuracy.

Shaohang Liu1,2, Christopher Kent3, Josie Briscoe3

  • 1Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875, China.

Behavioral Sciences (Basel, Switzerland)
|March 28, 2025
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Corrigendum to "Characterizing Influenza A Virus Lineages and Clinically Relevant Mutations Through High-Coverage Wastewater Sequencing" [Water Research (2025) Article No. 124453].

Water research·2026
Same author

Characterizing influenza A virus lineages and clinically relevant mutations through high-coverage wastewater sequencing.

Water research·2025
Same author

Unequal attention allocation during multiple object tracking: Evidence from an eye-tracking study.

Quarterly journal of experimental psychology (2006)·2025
Same author

Practice Testing Facilitates Forward Navigation but Undermines Backward Navigation During Map Learning.

Journal of Intelligence·2025
Same author

Contribution of metamemory beliefs to age-related differences in the effect of emotion on judgments of learning.

Psychology and aging·2025
Same author

Effects of Selective Retrieval Practice on Older Adults: Lesser Benefits, Greater Losses.

Behavioral sciences (Basel, Switzerland)·2025
Same journal

An Eye-Tracking Study on Text Accessibility and Comprehension in University Students.

Behavioral sciences (Basel, Switzerland)·2026
Same journal

The Relationship Between Physical Activity, Social Support, and Life Satisfaction Among Female College Students: A Variable- and Person-Centered Analysis.

Behavioral sciences (Basel, Switzerland)·2026
Same journal

Shifting the Blame: How Narrative Framing, Coercive Strategies, and Rape Myth Acceptance Distort Perceptions of Sexual Assault and Fuel Victim Blame.

Behavioral sciences (Basel, Switzerland)·2026
Same journal

An AI Perspective on Counseling Supervision.

Behavioral sciences (Basel, Switzerland)·2026
Same journal

Symbolic Participation or Substantial Learning Behavior? A PSM-Based Comparison Between Honors and Non-Honors Undergraduates from Two Top Elite Universities in China.

Behavioral sciences (Basel, Switzerland)·2026
Same journal

Literacy Profiles in Twice-Exceptional Preadolescents with Intellectual Giftedness and Dyslexia.

Behavioral sciences (Basel, Switzerland)·2026
See all related articles

This study introduces a new reward system for education, focusing on accurate self-assessment (metacognitive accuracy) rather than just performance. This method enhances learning and reduces anxiety, unlike traditional performance-based rewards.

Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Learning Sciences

Background:

  • Monetary rewards in education can negatively impact learning by causing anxiety, inaccurate self-assessment (metacognitive inaccuracy), and reduced intrinsic motivation.
  • Traditional reward systems often focus solely on performance outcomes, overlooking the learner's self-awareness of their learning process.
  • There is a need for innovative reward-based learning paradigms that address these adverse effects.

Purpose of the Study:

  • To develop and evaluate a novel reward-based learning paradigm that rewards metacognitive accuracy alongside performance.
  • To investigate the impact of this new paradigm on learning performance, anxiety, and intrinsic motivation.
  • To compare the efficacy of this metacognitive accuracy-based reward system against baseline and performance-based reward groups.
Keywords:
intrinsic motivationmetacognitive monitoringperformance-related anxietyreward-based learning

Related Experiment Videos

Main Methods:

  • A new reward-based learning paradigm was designed where learners are rewarded for accurate predictions of their memory performance.
  • Two experiments were conducted: one on learning Chinese medicine images and another on the transfer of math knowledge.
  • Learners received rewards for correctly identifying items they predicted they would remember and subsequently did remember.

Main Results:

  • Rewarding the alignment between predicted and actual memory (metacognitive accuracy) significantly improved learning performance.
  • This novel paradigm demonstrated superior results compared to both a control group and a group receiving performance-based rewards.
  • The metacognitive accuracy-based reward system effectively reduced performance-related anxiety and maintained intrinsic motivation.

Conclusions:

  • Reward-based learning design is crucial for optimizing educational outcomes.
  • Integrating metacognitive accuracy into reward systems is vital for enhancing learning effectiveness.
  • This approach offers a promising alternative to traditional performance-based rewards, fostering both achievement and well-being.